Evaluation of Teaching

Evaluation of Teaching (ET) - A developmental resource for reflective teaching and meaningful student learning.  

The evaluation of teaching is positioned as a developmental and reflective process that supports lecturers in enhancing their teaching practice and strengthening student learning experiences. Through the CTL, the Evaluation of Teaching programme provides early, formative feedback that enables lecturers to reflect on their teaching, make timely adjustments, and engage meaningfully with evidence about their practice. The programme is designed to support professional growth, encourage reflective teaching, and contribute to a culture of scholarly and responsive teaching across the institution. CTL’s role is supportive and developmental, not judgemental. The programme is intended to assist lecturers in understanding and using feedback constructively, within their specific disciplinary, curricular, and teaching contexts.  

Our purpose

This process supports lecturers to:  

  1. Reflect critically on their teaching approaches and strategies  

  1. Understand students’ learning experiences during the semester  

  1. Identify strengths, challenges, and opportunities for improvement  

  1. Enhance teaching effectiveness in ways that are responsive to context  

  1. Strengthen teaching narratives for professional development and academic growth  

Evaluation of teaching is therefore understood as a learning-oriented process for lecturers, rather than a single measure or a summative judgement of performance.

  

CTL early feedback services  

CTL offers three main small set of early feedback services, which may be used individually or in combination, depending on need and timing:  

  1. Class (Lecturer) Observation  
    A structured observation of a teaching session that focuses on key aspects of teaching practice. This includes a pre-discussion to clarify focus areas and a post-discussion to reflect on feedback and possible development actions.  

  1. Mid-Semester Student Feedback (MSSF)  
    A formative, confidential process that gathers student feedback during the semester, allowing lecturers to respond to students’ learning experiences while the module is still in progress.  

  1. Lecturer Self-Assessment  
    A guided self-reflection process using a structured rubric to support lecturers in evaluating their own teaching practices and identifying areas for growth.  

These services are designed to generate constructive, timely, and actionable feedback, supporting lecturers in making informed adjustments to their teaching.  

  

How the CTL evaluation of teaching process works  

While each engagement is responsive to individual needs, the process typically includes:  

  1. Initial request and consultation to clarify purpose and expectations  

  1. Selection of one or more early feedback methods  

  1. Structured feedback engagement focused on reflection and improvement  

  1. Optional follow-up support, depending on the lecturer’s goals  

The emphasis throughout the process is on dialogue, reflection, and development.  

   

Who should use this service?  

CTL’s Evaluation of Teaching support is available to:  

  • Lecturers seeking formative feedback on their teaching  

  • Academics wanting to reflect on student engagement and learning experiences  

  • Lecturers preparing for teaching development, innovation, or reflection  

  • Faculties engaging in developmental teaching support initiatives  

The service supports lecturers across career stages, disciplines, and teaching modalities.

 

Contact and enquiries 

For programme-related information, strategic alignment, or academic engagement regarding the (formative) Evaluation of Teaching programme, please contact: 

Manager: Teaching Enhancement 
Dr Raymond Emekako 
Email: Raymond.Emekako@nwu.ac.za 

  

For bookings, scheduling, and general enquiries, please contact: 

Administrator 
Ms Nchadi Leshaba 
Email: Nchadi.Leshaba@nwu.ac.za